Interactions Between Beliefs, Practices, and Perceptions of Korean EFL Teachers
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This study investigates the interactions between Korean EFL teachers’ beliefs about English language education, their teaching practices, and their perceptions of the reform initiated by the Ministry of Education, Science, and Technology (MEST). It highlights the variable of teaching level. Ninety-eight elementary school (ET), 96middle school (MT), and 94 high school teachers (HT) were surveyed. The findings indicate that: (1) the participants’ beliefs were largely based on the communicationoriented approach (COA), although there was a group difference with the ETs believing it most strongly, (2) the HTs’ COA-oriented beliefs did not match their teaching practices, which were largely based on the grammar-focused, readingbased approach, and (3) the majority of the participants suggested that their low English proficiencies and large class sizes were constraints on their attempts to implement the reform. In addition, the HTs listed the College Scholastic Ability Test as a constraint. These findings are believed to be symptomatic of a transition stage through which English language education has been passing in Korea. The study also interprets the findings as a result of EFL teachers’ strategic adjustments in the face of the schism between the demands of the MEST-initiated reform and the realities of English language education.
Abstract
This study investigates the interactions between Korean EFL teachers’ beliefs about English language education, their teaching practices, and their perceptions of the reform initiated by the Ministry of Education, Science, and Technology (MEST). It highlights the variable of teaching level. Ninety-eight elementary school (ET), 96middle school (MT), and 94 high school teachers (HT) were surveyed. The findings indicate that: (1) the participants’ beliefs were largely based on the communicationoriented approach (COA), although there was a group difference with the ETs believing it most strongly, (2) the HTs’ COA-oriented beliefs did not match their teaching practices, which were largely based on the grammar-focused, readingbased approach, and (3) the majority of the participants suggested that their low English proficiencies and large class sizes were constraints on their attempts to implement the reform. In addition, the HTs listed the College Scholastic Ability Test as a constraint. These findings are believed to be symptomatic of a transition stage through which English language education has been passing in Korea. The study also interprets the findings as a result of EFL teachers’ strategic adjustments in the face of the schism between the demands of the MEST-initiated reform and the realities of English language education.
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